Loading...
HomeMy WebLinkAbout06-10-2025 and 06-11-2025 Minutes Board RetreatDr. Scott Woolstenhulme, Superintendent 3497 North Ammon Road, Idaho Falls, Idaho, 83401  (208) 525-4400  Fax (208) 557-6800  www.d93schools.org Board of Trustees  Paul Jenkins  Carissa Coats  Randy Smith  Mindy Clayton  Richard Hess Bonneville Joint School District No. 93 is an Equal Opportunity Employer Board Retreat Tuesday, June 10, 2025, The Board will start the retreat at the PLC Building at 9:00 a.m. then travel to Island Park for their meeting/retreat. PLC Building 3442 E Iona Rd Idaho Falls, ID 83401 I. Day 1 - June 10, 2025 - 9:00 a.m. PLC Building II. Call to Order Chairman Jenkins called the meeting to order at 9:01 a.m. III. Welcome Chairman Jenkins welcomed those in attendance to the meeting. IV. Board Opening Business IV.A. Roll Call Carissa Coats Present Randy Smith Present Mindy Clayton Present Richard Hess Present Paul Jenkins Present IV.B. Approve/Amend the Agenda (Action Item) Motion: To approve the agenda. This motion, made by Mindy Clayton and seconded by Carissa Coats, Passed. V. Black Canyon Middle School Band Proposal Eric Skidmore, Band Director at Thunder Ridge High School, and John Randall, Band Director at Black Canyon Middle School, shared challenges with the current sixth grade after-school band model. Despite strong collaboration and interest in music, the directors reported high attrition rates due to inconsistent student arrival times, after-school time commitments, and difficulty achieving musical standards in limited instru ctional time. They proposed piloting a new model in the Thunder Ridge/Black Canyon cluster that would shift beginning band instruction to seventh grade, allowing for more consistent daily instruction during the school day and improved student retention. The directors emphasized the importance of continuing to recruit sixth graders through assemblies, performances, and outreach to maintain interest in music. The Board expressed support for the pilot, with the understanding that communication with families and ongoing evaluation will be key to its success. VI. Improvement Plan Outcomes Superintendent Woolstenhulme presented an overview of the district’s Continuous Improvement Plan and reviewed recent student achievement data. The plan, originally adopted in 2016 with goals through 2025, centers on a "Pyramid of Student Success" focused on academic outcomes and student well-being. Key highlights included: • Early Literacy: 79% of kindergarten students and 84% of third graders are reading at grade level by year - end. The Superintendent clarified the impact of test renorming on state scores and emphasized the importance of Lexile-based metrics for accurately tracking student reading growth. • Middle School Math Concerns: Assessment data revealed a persistent trend of student performance declining from 6th to 8th grade in math, with some students regressing year -over-year. Factors identified included inconsistent course alignment, staff turnover, and difficulty retaining highly effective middle school math teachers. The Board discussed the need for more structured curriculum, improved professional development, and enhanced teacher retention strategies. • Student Success by Design: The district continues implementing a multi-tiered system of supports (RTI) for both academics and behavior. Recent initiatives like In Focus (a SEL curriculum) and Behavior Academies were highlighted as contributing to a stronger sense of student connec tion and improved discipline outcomes. Survey data showed increasing percentages of students reporting feeling safe and supported at school. • Postsecondary Readiness: 92% of students graduated with either college credit or a CTE certification, with growing numbers completing associate degrees. The Board praised these efforts and discussed how better communication with families could highlight the value of early colleg e pathways. • Teacher Engagement and School Culture: Staff survey results showed improved engagement, and the Superintendent noted a calmer, more stable school climate this year. The Board emphasized the importance of continuing to support teachers with time, resources, and collaboration. Board members expressed appreciation for the depth of data presented and supported continued analysis to address achievement gaps—particularly in middle school math—and to maintain momentum in literacy, student well-being, and teacher retention. VII. Student Well-Being Outcomes VII.A. Behavior Solutions • Superintendent Woolstenhulme shared an update on the district’s efforts to support student well -being through the implementation of the In Focus curriculum, which was adopted last year. Currently, 11 of 14 elementary schools are using In Focus, with the others using the Leader in Me program. The curriculum, aligned with core social-emotional competencies, has been well-received and is easy for teachers to integrate into instruction. Middle schools use it during advisory time, while high schools continue to explore implementation strategies. • Survey results showed significant student growth in areas such as self -awareness, self-management, social awareness, relationship skills, and responsible decision-making. These skills are foundational for both academic success and workplace readiness. • The district is also seeing success with Tier 2 interventions through "behavior academies," where students with common behavioral challenges receive targeted, reflective instruction instead of traditional discipline. Schools now have resources and collabor ation time to integrate academic and behavioral support, creating a cohesive system for student growth. • To support this work, the district received a five-year financial commitment from a local business, America Farmers Network, covering the $100,000 annual cost of In Focus. The Board discussed the importance of sustaining resources, supporting teachers, and celebrating the positive cultural shift taking place in schools. Overall, Superintendent Woolstenhulme emphasized that the district now has the right systems and resources in place, and that continued focus on implementation will build even stronger outcomes in the years ahead. VIII. Literacy Outcomes This item was discussed within the District Improvement Plan. VIII.A. Literacy Training IX. Instructional Outcomes IX.A. BEST Evaluations Report Superintendent Woolstenhulme and the Executive Team presented an overview of the district’s new teacher evaluation system, BEST (Bonneville Educator Standards Tool), which was developed to align closely with Idaho’s state evaluation framework while building on past strengths of the district’s previous JPAS model. Unlike JPAS, which was adapted to meet evolving state requirements, BEST was designed from the ground up to match state expectations, with clearly defined, observable indicators for each teaching domain. Key highlights included: • Structure: The system includes three domains—Professional Responsibilities (portfolio-based), Classroom Environment, and Instruction & Use of Assessment—with Domains 2 and 3 aligning directly to the state framework. • Results: o Classroom Environment: 76% of teachers were rated Highly Effective; none were rated Not Effective. o Instruction: Scoring was more differentiated; about half of teachers scored Effective or Highly Effective, with a small percentage marked as Minimally or Not Effective. o A new standard was set requiring teachers to be rated Highly Effective in instruction to receive an overall Highly Effective rating. • Training and Calibration: Principals receive extensive training to ensure consistent scoring across schools. A few outliers were identified and will receive additional support to maintain inter -rater reliability. • Professional Growth: BEST provides more actionable and specific feedback, especially in areas like student engagement, higher-order thinking, and classroom management. Areas of variation will help guide future professional development. • Teacher Support: The district continues to provide individualized support for early -career teachers, including mentorship, observation opportunities, and in some cases, embedded coaching support. • Adoption Interest: Other districts have shown interest in the system due to its clarity, alignment to standards, and practical usability. While currently exclusive to Bonneville, the district may consider sharing it more broadly in the future. The Board expressed appreciation for the thoughtful design and implementation of BEST and its potential to more accurately reflect teacher performance and guide instructional improvement across the district. X. Recess for Travel The board recessed to travel to Island Park, Idaho to continue the retreat at 11:50 a.m. XI. 1:00 p.m. - Springhill Suites, Island Park XII. Executive Session (Action Item) The Board will enter into an Executive Session pursuant to Idaho Code 74 -206 1(a) to consider hiring a public officer, employee, staff member to individual agent, wherein the respective qualities of individuals are to be evaluated in order to fill a particular vacancy or need. The Executive Session will be closed to the public as permitted by law. Motion: To enter Executive Session. This motion, made by Carissa Coats and seconded by Mindy Clayton, Passed. Roll Call Vote Carissa Coats yes Randy Smith yes Mindy Clayton yes Richard Hess yes Paul Jenkins yes The Board entered Executive Session at 1:55 p.m. XII.A. Planning and Personnel Recommendations XII.B. Willow Creek Elementary Principal The Board discussed possible candidates for the principal of Willow Creek Elementary. XII.C. Close Executive Session (Action Item) Motion: To close Executive Session. This motion, made by Carissa Coats and seconded by Mindy Clayton, Passed. XIII. Praxium & Ammon XIII.A. Timeline for Praxium Full-time Principal During the discussion, the board and executive team reviewed the upcoming vote to relocate Praxium Mastery Academy to the Ammon Elementary building and considered the staffing implications of that move. With strong student interest in continuing at Praxium (over 60% in recent surveys) and visible academic growth, the consensus was that the relocation is the right step forward. As Praxium expands to include ninth and eventually tenth grade, Superintendent Woolstenhulme recommended appointing Nancy Jackson as the full-time principal at Praxium. Currently, she is dividing her time between Praxium and serving as assistant principal at Bonneville Online High School, but the additional responsibilities associated with high school accreditation, graduation requirements, and scheduling make it unrealistic for her to continue in both roles. To backfill Jackson’s role at Bonneville Online, the proposal is to reassign an existing instructional designer with administrative certification to serve part-time as an assistant principal and part-time in her current role. This would involve only a modest cost increase. No additional teachers would be hired; instead, staffing at Praxium would be adjusted annually based on enrollment, with some high schools likely seeing corresponding reductions as students choose to stay at Praxium. The board expressed general support for the plan to make Nancy Jackson full-time at Praxium, with the understanding that a final action item is scheduled for the next board meeting. XIV. Dual Language Immersion Superintendent Woolstenhulme presented a proposal to consider launching a dual language immersion program, likely beginning with Spanish, as part of the district’s long-term academic offerings. He and several staff members visited Jefferson School District to observe their established DLI program and found it to be engaging and effective. Jefferson’s model, based on Utah’s structure, uses a 50/50 English -Spanish approach beginning in kindergarten or first grade and gradually expanding year by year. Key discussion points included: • Readiness: Superintendent Woolstenhulme said the district has made strong progress on foundational goals (like literacy and student well-being) and is now positioned to pursue innovative programs like dual language immersion. • Program Structure: The proposal suggests starting with one school, using one Spanish -speaking teacher and one English-speaking teacher per grade. Participation would be optional and open to interested families. • Parent Interest: A recent survey of first-grade families indicated strong interest, with 90+ students expressing potential enrollment in a DLI program if offered at a magnet site. • Potential Location: Falls Valley Elementary was suggested as a likely site due to its central location, large size, and limited surrounding housing development, which makes it ideal for long -term planning. • Staffing and Curriculum: Recruitment of qualified bilingual teachers will be critical, as will securing a Spanish-language curriculum and professional development. Some teachers have expressed interest, though staffing will require focused effort. • Cost and Support: Startup costs include curriculum and training, though these are expected to be modest. Jefferson used grants and state resources; the district may explore similar avenues. • Next Steps: The Board expressed interest in moving forward with planning. Superintendent Woolstenhulme recommended incorporating the DLI site into new boundary planning (e.g., with the opening of Willow Creek Elementary) and beginning conversations with potential sch ool leaders and staff for a launch in Fall 2026. The Board supported further development of the plan and appreciated the potential to offer families an enriching and competitive academic opportunity not widely available in neighboring districts. XV. Future Boundary Changes Superintendent Woolstenhulme led a preliminary conversation with the Board about priorities and challenges in redrawing elementary school boundaries, particularly in preparation for the opening of Willow Creek Elementary in the Fall of 2026. A major point of consideration was whether elementary boundaries should align more closely with high school/middle school boundaries to better support student transitions and peer continuity. Key discussion points included: • Alignment with Middle Schools: The Board expressed support for keeping student cohorts together from elementary to middle school whenever possible, acknowledging the emotional and social impact on children when peer groups are split. • Equity and Demographics: The Superintendent recommended setting a goal to keep schools' free and reduced lunch percentages under 70%, with a target of 65%, to promote more balanced socio -economic representation across schools. • Neighborhood Impact: The group discussed the potential to split high-density apartment complexes, like Sandcreek Apartments, across multiple schools to better distribute students with high levels of need. Though such changes can be sensitive, the Board gen erally agreed on the value of balancing impact. • Site Selection Considerations: The Board and Superintendent discussed demographic trends and growth areas—especially around Falls Valley and the new school site—using current enrollment data and housing developments to help inform future boundaries. • Process and Public Input: The Superintendent emphasized the importance of Board unity and transparency throughout the boundary change process. He urged trustees to direct community feedback to public meetings rather than one-on-one advocacy and cautioned against prioritizing personal or neighborhood interests over district-wide needs. • Timeline: The target is to present a draft boundary plan by September 2025, followed by public meetings and final Board approval by October, enabling adequate time for staffing adjustments and family communication. The Board acknowledged the potential challenges and emphasized the importance of clear communication, shared expectations, and a unified response in order to maintain public trust and ensure a smooth transition. XVI. Policy 5040 Certified Staff Transfers Superintendent Woolstenhulme and the Executive Team discussed the process outlined in Policy 5040 for certified staff transfers, particularly in light of the upcoming closure of Ammon Elementary. The policy is currently up for public review, and the conversation focused on how to thoughtfully support displaced staff during this transition. Rather than guaranteeing that every teacher can choose any school or grade level, teachers will be asked to identify their top three priorities—such as staying with a particular grade, team, or principal—so the district can place them in roles that best align with their preferences while still meeting overall staffing needs. Leadership acknowledged that some staff members have expressed strong emotions about the transition, while others have quietly welcomed the opportunity for a new start. The district pla ns to manage the process carefully and avoid requiring teachers to interview at multiple schools, as has been done in the past, in order to reduce stress and provide more support. There was also discussion about how open enrollment priorities might be adjusted to ensure students living in newly zoned neighborhoods are placed before open enrollment students. Board members and the Executive Team emphasized the importance of consistent messaging and a unified approach when responding to community concerns. The conversation highlighted the need to balance compassion for staff with fairness and clarity as the district moves forward with staffing changes and boundary realignment. XVII. Adjournment (Action Item) Motion: To adjourn the meeting. This motion, made by Carissa Coats and seconded by Mindy Clayton, Passed. XVIII. Dinner XIX. Day 2 - June 11, 2025 - 8:30 a.m. - Springhill Suites, Island Park XX. Welcome Chairman Jenkins welcomed those in attendance to the meeting. XXI. Roll Call Carissa Coats Present Randy Smith Present Mindy Clayton Present Richard Hess Present Paul Jenkins Present XXII. Executive Session (Action Item) The Board will enter into an Executive Session pursuant to Idaho Code 74-206 1(a) to consider hiring a public officer, employee, or staff member or individual agent, wherein the respective qualities of individuals are to be evaluated in order to fill a particular vacancy or need. The Executive Session will be closed to the public as permitted by law. Motion: To enter Executive Session. This motion, made by Carissa Coats and seconded by Mindy Clayton, Passed. Roll Call Vote Carissa Coats yes Randy Smith yes Mindy Clayton yes Richard Hess yes Paul Jenkins yes The Board entered Executive Session at 8:30 a.m. XXII.A. Superintendent Contract The Board and Superintendent Woolstenhulme discussed Superintendent Woolstenhulme's contract. XXII.B. Owners Representative Contract The Board and the Executive Team discussed the Owner's Representative Contract. XXII.C. Close Executive Session (Action Item) Motion: To close Executive Session. This motion, made by Richard Hess and seconded by Carissa Coats, Passed. Executive session closed at 8:49 a.m. XXIII. Legislative Update Superintendent Woolstenhulme provided an overview of recent legislative changes that will require updates to several district policies in the coming months. Many of the new laws relate to health and safety, including prohibitions on vaccine and mask mandates, though these changes will have little practical impact as current district practices already comply with state law. Requirements for school safety plans and internet filtering were reinforced, but the district is already meeting these expectations. Policy changes will also address updates to public comment procedures, which now allow for input on topics beyond the board agenda, and new rules permitting school board members' spouses to be employed by the district if properly disclosed. The district may also create a separate fee schedule for out-of-state public records requests. Other updates will focus on instruction and student discipline. Sex education laws now require parent opt -in and mandate specific instructional content, prompting the district to define terms like "human sexuality" and "human biology" to clarify expectations for teachers. A new law also requires a restrictive student cell phone policy, which is currently being developed. Additional changes expand the board’s authority to deny enrollment based on prior expulsions or criminal history. Finally, minor adjustments to transportation funding and new voucher laws are being monitored for potential long - term impact. Policy updates will begin appearing over the summer to ensure full compliance by the start of the school year. XXIV. Policy 4105 Public Participation in Board Meetings The Board and executive team held a detailed discussion on updates to Policy 4105: Public Participation, prompted by legislative changes that now allow public comment on topics beyond just agenda items. The Board agreed to return to a previous structure in which public comment will be made once at the beginning of the meeting, prior to the consent agenda. This approach ensures that patrons can speak on any topic while still allowing separate public hearings when legally required, such as for budgets or fees . The central focus of the conversation was ensuring compliance with Idaho’s Open Meeting Law by avoiding deliberation on topics not listed on the posted agenda. While the Board wants to remain responsive to community input, members emphasized the need to avoid discussions during meetings that could be interpreted as deliberation, especially on sensitive or complex issues. The Board also reflected on the importance of maintaining public trust by clearly demonstrating that it —not just the administration—is responsible for making decisions. Suggestions were made to include brief clarifying statements during meetings about when and where certain decisions, such as personnel appointments, were discussed. This would help the public understand that proper procedures are being followed, especially when those decisions are discussed in executive session and then approved in open session without additional debate. The conversation also addressed logistics, such as including a space for topics on the public comment sign -in sheet and continuing the use of a form for patrons who wish to request items be added to future agendas. Board members acknowledged recent public concerns that meetings appear rushed or decisions predetermined and discussed ways to improve transparency, such as making it clearer when and where in -depth discussions take place, especially during work sessions. The Board intends to hold a work session in August, where Doug and Abby from ISBA will provide further training and guidance on managing public participation, differentiating between regular board meetings and town halls, and protecting the integrity of board operations. The discussion closed with a shared commitment to balancing responsiveness to the public with procedural discipline and clarity. XXV. Policy 3265 Student Use of Electronic Device Executive Director of Learning and Instruction Jason Lords provided an update on the district’s ongoing work to revise Policy 3265. A committee of 10 teachers, a parent representative, and district staff met to discuss potential policy updates, drawing from survey data, past community input, and AI -supported policy modeling. Feedback from both the April staff/parent surveys and the earlier November community forum consistently indicated a need for clearer expectations and greater consistency across schools, while also allowing for developmentally appropriate differences between elementary, middle, and high schools. The committee reviewed several policy drafts, including a full -day phone ban, a tiered policy by grade level, and the "red-yellow-green" light model piloted at Hillcrest High School. Teachers expressed mixed opinions on each model, with many emphasizing the importance of teacher discretion, consistent enforcement, and administrative support. Special education exceptions, enforcement challenges, and parental concerns about student safety and communication were also discussed. Ultimately, the group preferred a draft that strikes a balance between minimizing distractions and allowing instructional use, with strong districtwide expectations and flexibility for teachers. The draft includes structured guidelines, consequences, and special accommodations for students with IEPs or 504 plans. The policy will continue through the review and feedback process before being formally adopted. Lords emphasized the need for ongoing professional development, regular review of the policy, and clear communication with staff, students, and families to ensure successful implementation. XXVI. Supplemental Levy The Board and executive team held an in-depth discussion about the district’s long-term budget challenges and the potential need to run a supplemental levy election as early as November 2025. While the district has a supplemental levy in place through FY26, ongoing expenses are outpacing revenue, and the district is projecting a significant drawdown of its fund balance—estimated at $5-6 million this year and again next year—leaving the fund balance at a critically low level by FY27. Without additional revenue or substantial budget cuts, the district may face drastic reductions, including the possible elimination of 70 certified positions, increased class sizes, and reductions in classified staff, particularly in areas like custodial and special education support. These reductions would have a significant impact on both teaching and learning conditions. A potential solution discussed was running a $10.8 million supplemental levy in November, up from the current $5.8 million, which has remained flat since 2017. The increase would align more closely with what nearby District 91 collects on a per-student basis. The board acknowledged that if the levy failed, it would provide an opportunity to communicate the need again and possibly rerun the request in May 2026 before implementing budget cuts in FY27. There was a consensus that a successful levy campaign would require a clear communication plan outlining what programs or positions would be at risk if the levy fails. Prior levy attempts were less compelling to voters because visible changes were minimal. This time, staff red uctions and program eliminations would be unavoidable without new funding. The board supported moving forward with engaging a communications firm to help develop messaging, survey voter sentiment, and inform patrons of the actual cost impact (estimated around $15 annually per $100,000 of property value). Board members emphasized the importance of transparency—acknowledging rising costs, explaining past commitments (like elementary music and GATE), and showing how supplemental funds have helped maintain valued programs. There was also debate over whether to run the levy in November 2025 or May 2026, with most favoring November for strategic and political reasons. The final decision on timing and amount will depend on further analysis, data gathering, and input from the co mmunications consultant. XXVII. ISBA Resolutions As of right now, the Board and the district don't have any resolutions to submit to the ISBA for November's convention. XXVIII. Adjournment (Action Item) Motion: To adjourn the meeting. This motion, made by Carissa Coats and seconded by Mindy Clayton, Passed.